Pendidikan Islam Multikultural untuk Pencegahan Konflik Antar Pelajar: Rekonstruksi Konseptual Berbasis Teori Konflik, Kekerasan, dan Pendidikan Multikultural
DOI:
https://doi.org/10.54180/elbanat.2026.16.1.205-228Keywords:
Multicultural Islamic Education, Student Conflict, Violence Prevention, Multicultural Education, Social Resilience, Inclusive SchoolsAbstract
The increase in bullying, intolerance, ethnic stereotypes, and intergroup student violence shows that the internalization of the values of ta‘āruf, tasāmuḥ, and ta‘ādul in Islamic education is not yet optimal. This study focuses on analyzing the mechanisms for strengthening multicultural Islamic education in preventing conflicts among students and its contribution to creating an inclusive and peaceful school ecosystem. The research uses a qualitative-descriptive approach with a case study design in several public schools and madrasahs in Indonesia. The data is analyzed using the perspectives of Lewis Coser's conflict theory, Johan Galtung's theory of violence, and James A. Banks' multicultural education theory. Research results show that conflicts among students are influenced not only by interpersonal dynamics but also by social prejudices, a homogeneous school culture, less inclusive institutional structures, and the lack of a systematic multicultural curriculum. Strengthening multicultural Islamic education through integrating Qur’anic values about diversity, collaborative learning across identities, student dialogues, peer mediation, and family involvement contributes to increased empathy, diversity awareness, and peaceful conflict resolution skills. These findings imply the need to reconstruct the curriculum, strengthen teacher competencies, and develop school policies based on inclusivity to make multicultural Islamic education a mechanism for conflict transformation and enhancing students' social resilience
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